The goals of these bill are:
We are excited to announce…
Oregon’s first dyslexia bills have passed!
- TEACHER TRAINING
Requires school districts to ensure that at least one teacher in every K-5 public school receives training related to dyslexia. Training must comply with the knowledge and practice standards of an international organization on dyslexia; (b) Enable the teacher to understand and recognize dyslexia; and (c) Enable the teacher to implement instruction that is systematic, explicit and evidence-based to meet the educational needs of students with dyslexia. School districts have approximately three years to train a teacher. Allows school districts to receive funding for training through Network of Quality Teaching and Learning. A school district that does not comply with the requirements of this section and that does not secure a waiver from the department within the time required by the State Board of Education by rule is considered nonstandard under ORS 327.103. The board shall adopt by rule the criteria for a waiver from the requirements of this section to address instances when noncompliance is outside the control of the school district. We will keep you updated on the progress of rulemaking for this section.
- DYSLEXIA SCREENING
Directs Oregon Department of Education to develop plan to ensure that every student who is first enrolled at a public school in this state for kindergarten or first grade receives a screening for risk factors of dyslexia and guidance for parental notification. The plan must be developed collaboratively with experts on dyslexia, including representatives of nonprofit entities with expertise in issues related to dyslexia and the ODE dyslexia specialist. The department shall submit a report on the plan and any proposed legislation, to the interim legislative committees on education no later than September 15, 2016. The plan must look at cost effective ways to screening for (a) Phonological awareness; (b) Rapid naming skills; (c) The correspondence between sounds and letters; and (d) Family history of difficulty in learning to read.
- ODE TO DESIGNATE A DYSLEXIA SPECIALIST
Directs Oregon Department of Education to designate dyslexia specialist to support school districts and develop a list of training opportunities related to dyslexia. Training opportunities must be developed in collaboration with the Teacher Standards and Practices Commission (TSPC) to ensure that the training opportunities also satisfy professional development requirements; and (b) Include at least one opportunity that is provided entirely online. Training opportunities related to dyslexia must: (a) Comply with the knowledge and practice standards of an international organization on dyslexia; (b) Enable the teacher to understand and recognize dyslexia; and (c) Enable the teacher to implement instruction that is systematic, explicit and evidence-based to meet the educational needs of students with dyslexia.HB 2412
- EDUCATOR PREPARATION
Educator preparation programs for early childhood, elementary, special education, and reading must provide instruction on dyslexia and the instruction must be consistent with an international dyslexia association knowledge and practice standards.
RULE CHANGE NOTICE FROM TSPC: “On June 23, 2015, the Teacher Standards and Practices Commission voted to refer the following proposed rule changes for public comment. The proposed rules will be open for public comment from July 10, 2015 to October 1, 2015. Public comment on the proposed rulemaking will be accepted until 5.30 p.m. on October 1, 2015. Comments on the proposed rules should be emailed to TSPC.RuleTestimony@state.or.us during the public comment period.”
Click here for list of all rules. Specific language relating to dyslexia are found in the sections below.
- 584-310-0065 Early Childhood Education
- 584-310-0070 Elementary – Multiple Subjects
- 584-310-0150 Reading Intervention
- 584-018-0161 Knowledge, Skills and Competencies for the Special Education Endorsement (New Rule)
- 584-310-0200 Special Education: Generalist
- 584-310-0210 Special Education: Early Intervention